Infrastructure and functional requirements of a digital business

CIS8100 Assignment 2 PROJECT (PROTOTYPE) REPORT

Description

Marks out of

Wtg(%)

Word limit

Due date

Assignment 2

100

30

Approx. 3000

4 April 2014

Learning objectives and graduate skills tested
This assignment relates to your understanding of the key issues in relation to the infrastructure and functional requirements of a digital business and to allow you to demonstrate your ability to research, synthesise and specify the infrastructure and functional requirements of an e-commerce website in a report.

 
Assignment 2 and the subsequent Assignment 4 require you to plan and develop an e-commerce strategy including building a prototype website of your choice to facilitate your proposed online business.
 
You will be required to design, install, configure and populate your proposed e-commerce site using the Joomla content management system using a URL in cloudaccess.net that will be supplied to you by the Course Leader.
 

 
Assignment 2 specifications
 
Assignment 2 is made up of THREE tasks:
 
TASK 1 – Assignment 2 Journal
 
Maintain a journal of the activities and research that you have engaged in in the completion of this assignment.
 
The journal must document the progress that you have made from start to the conclusion of this assignment.
 
Use the Journal Template provided in the CIS8100 StudyDesk.
 
The journal entries will include, in date order, the following:
 
? Date of project/research activity
? Project/research activity
? Duration
? Description/Discussion of the project/research activity
? Follow up task arising from this activity
(10 marks)
 
 
TASK 2 – Preliminary analysis of proposed online business and e-commerce strategy
 
For Task 2 you are required to conduct a preliminary analysis of your proposed online business (of your own choosing) and develop an e-commerce strategy and prototype web site.
 
The report must address the following:
 
1.      Conduct an environmental analysis of your proposed e-commerce presence, keeping in mind the potential for global e?Business and  focusing on the following:
a.      Value propositions of your e-commerce strategy
b.      Core competencies that can be enabled/enhanced through an e-commerce presence
c.       Market analysis and trends regarding your proposed e-commerce strategy
d.      Evaluation of your e-commerce strategy in terms of Porter’s competitive forces model (http://www.buildmyonlinestore.com/articles/how-defensible-is-your-e-commerce-business-model/).
2.      List and describe how the strategic goals and objectives of your organisation will be addressed in your proposed e-commerce website.
3.      Identify what key stakeholders/customers will want from your proposed e-commerce website, and how this fits with the goals of the e-commerce website and the organization
4.      Briefly describe and justify the e-Commerce business model(s) that will be used in your e-commerce website.
5.      List and briefly describe the potential risks associated with your proposed e-commerce strategy and presence.
(50 marks)
 
NOTE: The word length for this task is about 2500 words, so ensure you cover all the above topics adequately and concisely while taking this constraint into consideration.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
TASK 3 Briefing document of required Joomla! Activities undertaken for Assignment 2
Prepare and submit a briefing document (about 500 words) on completion of the following activities using your assigned Joomla!2.5 website:
1.      Use the assigned URL supplied to you by your Course Leader to commence the first steps in familiarising yourself with Joomla as a content management system and to develop a preliminary prototype of your proposed e-commerce website. (State the URL in the first part of the report)
2.      Configure the e-commerce site and create a home page (include the name of the your proposed e-commerce business or entity) with a menu and links and describe the steps required to achieve this (include snapshots in your document).
3.      List all the Joomla! components and features you are likely to use for Assignment 4 and why (see a selection of Joomla! features below).
4.      List and briefly describe any links and resources that you have used or are likely to  use to research and build your e-commerce website.
 
 

You will not be required to install the Jooma! system on your computer.
Instead you will be provided access to a pre-installed Joomla! development environment provided by cloudaccess.net via an url link assigned to each student.
Instructions to access your cloudaccess.net website will be provided on the StudyDesk.

 
To complete this task you will need to familiarise yourself with the features of the Joomla! Content Management System by studying one or more of the following online resources, (1) Cloudaccess.net Knowledge base for Joomla!2.5 , (2) Joomla! explained : your step-by-step guide / Stephen Burge (can be purchased as aKindle Edition, ebook or in hard copy) (3), Official Joomla! Book 2nd Edn Jennifer Marriot Ein Waring as aKindle Edition as ebook or in hard copy and (4)Joomla! Beginner’s Guide 2.5  free e-book.
(40 marks)
 
ASSSIGNMENT 2 TOTAL MARKS: 100
 
JOOMLA FEATURES
 

 
Setup
·         Using Cloudaccess.net
·         Installing Joomla
Creating content
·         Adding pages to the front page
·         Creating a Sitemap
·         Adding external and internal links
·         Deleting or hiding content
Creating Sections and Categories
·         Organising content in to sections and categories
·         Choosing content layout
·         Adding meta data for search engines
Global configurations
·         Configuring articles parameters
·         Ordering articles
·         Setting global configuration
Creating Menus
·         Adding navigation menus
·         Creating sub menus
·         Maintaining menus
·         Linking menus
·         Deleting menus

Working with Modules
·         Creating sidebar modules
·         Configuring modules
·         Creating login modules
·         Creating breadcrumbs modules
·         Working with other modules
Using Components
·         Adding contact us page
·         Adding polls
Users
·         Adding users
·         User permissions
Using Templates
·         Working with templates
·         Choosing different templates
·         Adjusting templates
Extending Joomla!
·         Using plug-in
·         Using extensions
·         Go Live
 

 
 
Submission Requirements
 
Your solution
Your solution should conform to the guidelines laid out in Summers, J Smith, B 2010, Communication skills handbook, 3rd edn, John Wiley Sons, Milton, Queensland.
Cautions
 
Originality of submission
 
· This assignment must be the expression of your own work. It is acceptable to discuss course content with others to improve your understanding and clarify requirements, but solutions to assignment questions must be done on your own. This also means that it is not sufficient to merely paraphrase the entire assignment content from a textbook or other source. Your assignment answers need be a reflection and synthesis of your research of the associated topics. This should be evident in your annotated bibliography.
 
· You need to demonstrate your understanding of associated topics for each assignment. You must not copy from anyone, including tutors and fellow students, nor provide copies of your work to others. Assignments that do not adhere to this requirement will be deemed as being the result of collusion or plagiarism. This may lead to severe academic penalties as outlined in Academic Regulation 5.10 of the USQ Handbook. It is your own responsibility to ensure the integrity of your work. Refer to the Faculty of Business policy for further details.
 
· An indiscriminate overuse of incorrectly referenced or cited web pages in your assignment will result in poor marks.
 
 
Late submission of assignment work
 
Late assignments will be penalised unless permission has been granted by the course leader BEFORE the assignment due date. Late assignments may be penalised by reducing the allocated mark by 5% per day late.
 
 
Other submission requirements
 
1)      Formatting
a.      Page size should be A4. Allow for TOP MARGIN – 2.5 cm; BOTTOM MARGIN – 2.5 cm; SIDE MARGINS – 2.5 cm
b.      Major headings should be in upper case, 14 point Times New Roman Bold
c.       Minor headings should be in lower case, 12 point Times New Roman Bold
d.      Body text should be formatted to 12 point, Times New Roman
e.      Use single or one and half line spacing
f.        Assignments should be in one of the following formats:
                                                              i.      Microsoft Word (2010)
                                                            ii.      Microsoft Word (2007)
                                                          iii.      Rich Text Format (RTF)
                                                           iv.      Portable Document Format (PDF)
 
 
2)      BEFORE submitting your FINAL version of the assignment to the online submission system (EASE) you must upload your draft copies to the online TURNITIN system (see the course StudyDesk for details on accessing and using the TURNITIN system).
a.      TURNITIN produces an Originality Report that shows your overall similarity index. If the index is less than 25 percent, your assignment is considered to be plagiarism-free. If not, you will have to rework your assignment, using the feedback in the Originality Report as a guide, and then resubmit it to TURNITIN for another round of checks until you are satisfied that it meets the requirements.
 
3)      The file naming guidelines are as follows:
a.      It is important that you use this convention to ensure that assignments can be tracked: Familyname_studentnumber_CIS8100_A2_XXXXXXXXX
b.      Replace ‘familyname’ with YOUR family or surname
c.       Replace ‘studentnumber’ with YOUR student number (which starts with ‘00’)
d.      Replace ‘XXXXXXXXXX’ with
                                                              i.      Task 1
                                                            ii.      Task 2
                                                          iii.      Task 3
                                                           iv.      TURNITIN
 
4)      Once you have obtained a plagiarism-free assignment you should submit the Originality Report (in pdf format) along with your FINAL assignment (in WORD or pdf format) electronically through the online assignment submission system (EASE). No hardcopy submissions will be accepted. See the course StudyDesk for instructions on uploading your assignment. 
 
 
 
 

Edu week 6 full | English homework help

Discussion 1
Course Reflection
In this final discussion, reflect upon your overall learning experience and relate it to your earned specialization and/or advanced degree as well as your current or future practice serving at-risk children and families. Your reflection must include the learning you have gained about the topics of this course and learning from the creation of your website. Review the Week Six Instructor Guidance to further support your response to this discussion. You may respond to this discussion in written form, or through a video and/or audio recording of yourself using the digital technology of your choosing.
Initial Post: Create an initial post that addresses the following:

What new insights have you obtained about at-risk children and families overall? 
What specific concepts have you learned that have left a more lasting impression or impact on you? How and/or why have these concepts impacted you more significantly than others?
What affirmations have you gained about your current or future role working with at-risk children and families from reflecting on your learning? Be sure to indicate what your professional focus is (e.g., education, early childhood education, family and community service, etc.).
How has the construction and review of others’ websites added value to your learning experience? Include challenges you may have experienced during the process and how you overcame them.

Assignment
Creating a Web-Based Resource for a Population At-Risk
Throughout this course, you have had the opportunity to examine various populations at risk and learn about strategies and resources to support these groups. You have reviewed many websites that offer services for a variety of populations at risk as well, which have hopefully served as models for your website that is finalized for this Final Project. In the Final Project, you will demonstrate mastery of the five course learning outcomes by completing the website resource you have been designing throughout the course that describes what you learned about children and families at risk as well as a specific population you selected as a focus during Week Five. Additionally, the website you create here may be an effective artifact to include in your MAED program eportfolio during your enrollment in the Capstone, EDU695, and will likely be useful to you as a resource for future professional work with your chosen population at risk from this project. 
Create your Final Project to using the content and written communication instructions below. Use the Grading Rubric to review your Final Project before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Six Instructor Guidance page and, if needed, contact the instructor for further clarifications using the Ask Your Instructor discussion before the last day of the course when this Final Project is due.
Content InstructionsYou must use the same website that you have been constructing throughout the course for this Final Project. Your website will have several “pages” or links including:

Homepage/General Information Page (2 points): Create a homepage or opening page that includes;

A title for the page.
Your working definition of at risk.
A professional mission statement, which is your statement about your current or anticipated professional role working with children and families at risk.
An Autobiography, which is a brief introduction about you including professional or volunteer experiences related to social, educational, or other related fields pertaining to groups at risk and your professional goals. In this autobiography, share how you intend to use what you know about groups at risk in your current or future professional role. If you lack experience in related fields, share your professional goals including the field and/or role you intend to pursue and how you intend to use what you know about groups at risk in that role. As an option, include a picture of yourself. Ensure the image is one you would want visible on the website, which may be viewed by potential employers.
A logically organized menu list that links to the pages in the website.

PagePoverty (2 points): Summarize what you learned from the Week One Discussion; Evaluating the Impact of Poverty including; (a) an overview of the impact poverty has on children and families, (b) a description of at least one source of support such as a program, policy, or model, or approach, and (c) the additional resource previously located and shared during Week One. Consider the feedback provided during the discussion to enhance your original thinking and response. A distinguished response would also describe how this knowledge will serve you professionally when working with children or families at risk.
PageChild Protection Services Child Maltreatment (2 points): Include (a) an Overview that is one-to-two paragraphs and describes the role of child protection agencies and policies that protect children, (b) support your overview with an example of a parenting program that you reviewed in Week Two Discussion Two, and (c) resources, including at least one source to support the description and one from the Rubin (2012) text supporting the parental program. Add the Child Protection Agencies Infographic. The Child Maltreatment brochure from Week Three will already have been uploaded as an attachment or link during Week Three. A distinguished response would also describe how this knowledge will serve you professionally when working with children or families at risk.
PageHomelessness (2 points): Use what was discussed in Week Three role-play discussion to inform this page. Include; (a) an Overview that is one-to-two paragraphs summarizing what you learned while comparing and contrasting issues of homelessness in New York and Chicago. A distinguished response will include enhancements to your original discussion response from Week Three based on the reciprocal feedback received during the discussion; (b) your perspective about the supports reviewed such as programs or policies and their overall effectiveness as well as either the recommendation you made for the cities or your ideas for potentially applying what you learned to another city; (c) at least three resources, including at least one resource from your own state or city of residence, and last, (d) the visual compare/contrast graphic created during Week Three.
Page—Students At-Risk (1 point): Include an introduction of the School-Based Efforts: A Plan to Support Youth At-Risk assignment completed during Week Four that describes changes or enhancements you made to the presentation following its evaluation and the feedback you received during Week Four. Also, describe how the information learned about students at risk will serve you professionally when working with children or families at risk. Include your presentation as an attachment or link on this page.
Specialization Pages Instructions: Create three additional pages in your website linked from the Homepage. Title the pages specifically for your selected group at risk as shown in Content Expectations below.
Page Specialization Group: Overview (4 points): Create a page titled with the name of your Specialization Group (e.g.: Child Refugees: Overview). Include a two-to-three paragraph description of the chosen population at risk including risk indicators, statistical data, and associated short and long-term implications and at least one suitable graphic. A minimum of two references must be cited in-text.
PageSpecialization Group: Strategies (4 points): Create a page titled Strategies that is linked from the Homepage. Include on this page

resilience indicators that may target solutions.
a description of at least two strategies (i.e., frameworks, models, approaches, strategies, programs, or interventions) that can be used to effectively work with the chosen population at risk including at least one derived from the Rubin (2012) text.
explanation of the potential or intended outcomes of the two strategies.
supporting evidence from at least two additional scholarly sources to support the explanations

PageSpecialization Group: Resources (4 points): Create a page titled Resources that provides a minimum of five resources including the Rubin (2012) text, offering information and support for the chosen population at risk. Ensure this page includes resources appropriate for an audience of educational and/or community-based professionals serving the chosen population at risk as well as members of the population and that these resources are formatted in APA. Each resource must be annotated with a two-to-three sentence description saying what the resource is and how it might be used for supporting or for direct support to the chosen population at risk.
Text Version (3 points): Provide a text version of the website in a Microsoft Word document that includes a link to the website you created for this final project. The text version of your website or other multimedia creation will be eight-to-ten pages in length if you have created the content requested. The purpose of the text version is to provide a document to check the content of your site for originality through the TurnItIn software and to provide a place for your instructor to give you embedded feedback comments about the content of your website.
Written Communication Instructions Use these instructions to guide your creation of the content components of the final project.

APA Formatting (0.5 point): Use APA formatting consistently throughout the assignment, such as for the title page, references page, headings for page content, and citations in the content on the website.
Syntax and Mechanics (0.75 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.

Required Resources
Text
·        Rubin, A. (2012). Clinician’s guide to evidence-based practice: Programs and interventions for maltreated children and families at risk. Hoboken, NJ: Wiley and Sons.
·         Use any of the chapters within the text to support enhancements made to any of the work included in your website as well as to inform your work on the specific group at risk you will select as a focus.
 
 

Business Law Impact of Miscommunication on Workplace Conflict Essay

Exercise – Project Development Framework Select a project development framework and summarize the following:Provide an overview of the framework (i.e. Stages of development)Summarize the Pros and Cons of using the frameworkSummarize some of the best practices implementing a project management methodology/frameworkHow does the framework guide the project development i.e. timelines, resource allocation, critical path, etc..

Please respond to my classmate 100-150 words ( its not an essay)

Guided Response Criteria (respond to a minimum of 2 classmates):
Locate a reference from our Text that supports a main idea behind the statements posted by your peers.
1.      Make a connection from their main content to the reference.
2.      Provide an explanation of the connection you made from your peer’s work to the text.
3.      Provide a specific page number where you located the information in the text.

Developmentally Appropriate Assessment Practices 
                     Now that I know how to observe and implement my primary tool of observation for the young children such as the usage of my Daily Log, then how do you think I would go about making sure the implementation appropriately matches the developmental needs and interests of the young children I will soon be assisting? Well, according to NAEYCs (2009)guidelines for developmentally appropriate practices, The job of an educator has five connected components including: 1. Creating a community of learners, 2. Teaching to enhance learning and development, 3. Planning curriculum to achieve important goals, 4. Assessing childrens learning and development, and 5. Establishing reciprocal relationships with the childrens families. (1) In addition, according to the author, Candace Jaruszewicz (2013) in the text, Curriculum and Methods for Early Childhood Educators, The primary goal of a developmentally appropriate approach toward assessment is to inform my practices in my future assistant classroom, so that the curriculum I implement matches the developmental needs and interests of the children in my care. In fact, assessment of my young students and my program also provides practical information and evidence to guide my decisions regarding the implementation. (12.1)                                                                                                                                                                                                                  Now in order to implement the first of the appropriate practices, 1. Creating a community of learners, in which I am for. The first reason for this is because, I do agree that parents should be in fact more involved with their young childs education. Parents and young children should also collaborate on what is the most effective curriculum method for their young students.                                                                                                                                                                                                                                                             In order to implement the second appropriate guideline in my assistant classroom, 2. Teaching to enhance learning and development; it is crucial to know the five key elements for developing crucial teaching skills in order to know according to Jaruszewicz (2013) in the text, How young children learn and the role of those whom participate in the education of young children, the content of the curriculum and how to implement the curriculum effectively. Teachers also need to learn patients because children will remember you as someone playing an important role in their lives. (12.6)                                                                                                                                                                                                                         To implement the third appropriate guideline, 3. Planning curriculum to achieve important goals which I agree with, is crucial to know, according to Jaruszewicz (2013) Planning for curriculum should be informed by insights about how the curriculum is experienced by children because the curriculum is at the core of the reflection of my teaching. (12.6) Also, in addition to planning the curriculum, adaptation of the curriculum is also critical because, according to Jaruszewicz (2013) As us assistant teachers and educators alike compose our assessment data, we then make decisions about how to alter the curriculum and choose materials and strategies used for instruction to meet the needs and interest of the young children. (12.3)                                                                                                                                                                                                                                                  For the fourth appropriate guideline, 4. Assessing childrens learning and development, we as educators may need to understand that you cannot according to Jaruszewicz (2013) expect to go fourth with a successful curriculum without assessing it first because it is in fact crucial for optimal instruction. (20) To define, Assessment is, according to Rencken (1996) in the article, Observation: The Primary Tool in Assessment, the process of observing, recording, analyzing and documenting the work children do and how they do it regarding their current goals and learning processes. (10)                                                                                                                                                                                                                     The fifth and final appropriate guideline, Establishing reciprocal relationships with families, should be implemented as, open and frequent communication with the young students families because I believe childrens overall success in their primary school years depends upon frequent communication and positive feedback between the young childs teacher and parents. 
                                                                                                                                                                                                                              References 
                        Jaruszewicz, Candace (2013) Curriculum and Methods for Early Childhood Educators, San Diego, C.A. (Bridgepoint, Edu. Inc.) 
                        Rencken, S. Kay (1996) Observation: The Primary Tool in Assessment/ Child care Info. Exchange, retrieved from, http://www.childcareexchange.com/

C++ Programming Worksheet Code

TITLEUpdating Accounts Using Doubly Linked ListTOPICSDoubly Linked ListDESCRIPTIONGeneralWrite a program that will update bank accounts stored in a master file using updates from a transaction file. The program will maintain accounts using a doubly linked list.The input data will consist of two text files: a master file and a transaction file. See data in Test section below. The master file will contain only the current account data. For each account, it will contain account id, first name, last name and the current balance. The transaction file will contain updates. Each update will consist of an account id, first name, last name and a plus or minus balance update. A plus update value will indicates a deposit and minus a withdrawal.Building ListAt the beginning, the program will input account data from the master file and build a doubly linked list. Each node in the list will contain data relating to one account and the whole list will be kept sorted by account id.For building the list, the program will input account information from the master file one account at a time. It will create a node containing the account data and add it to the list at the appropriate position in the list so that the list will remain sorted in ascending order by account id.Updating ListAfter the list is built as described above, the program will read updates from the Update file and update the list accordingly. It will input one account update at a time and update the list using this update before inputting the next update.For moving from account to account during updates, it will use a global cursor. For each update, it will determine whether the target account is in the forward or backward direction from the current position. It will then move the cursor in the appropriate direction using either the forward or backward links of the doubly linked list. It will move the cursor till it reaches the target account or an account past the target account (in the case that the target account does not exist).Depending upon the account id provided in the update, the program will do one of the following:·If the account specified in the update is not found in the list, it will create a new account, initialize its fields with the values in the update and insert it in the list at appropriate position so that the list will remain sorted in ascending order by account id.·If the account specified in the update is found in the list, it will update its current balance according to the plus or minus value specified in the update (i.e. it will add a plus value and subtract a minus value).·On completing the update, if an account balance becomes 0 or negative, the program will delete that account.Logging UpdateBefore starting any updates, the program will log the following to the log file:·It will log the contents of the whole doubly linked list.Then for each update, it will log the following information to the log file:·Before the update, it will log a line containing the contents of the update to be performed.·After the update, it will log the contents of the whole doubly linked list.For logging the contents of an update, it will output one line of text containing account id, account name and the update value.For logging the contents of the whole doubly linked list, it will output one line for each account containing account id, account name and account balance. For the contents of a sample log file, see the Sample Log File section. It contains the partial contents of a sample log file.New Master FileWhen all updates are completed, the program will save the contents of the updated linked list to a new master file. (Do not save the link values).IMPLEMENTATIONImplement the account list using a Circular Doubly Linked List with a Dummy Node.Account IdUse a long for account id.Circular Doubly Linked List With A Dummy NodeImplement the list for keeping the account as a Circular Doubly Linked List with a Dummy Node.In a Circular Dummy Node implementation of a doubly linked list, the head points to a dummy node. The dummy node looks like any other node but its data fields do not contain any useful values. It’s forward link points to the first node in the list and back link points to the last node in the list. Initially, in an empty list, both its forward and back links points to itself (i.e. to the dummy node).For doing a sorted insertion in such a list, do the following. Point the insertion pointer to the first real node. Move the insertion pointer forward as needed, till you reach the Point Of Insertion Node. (The Point Of Insertion Node is that node before which you intend to insert the new node) After the insertion pointer is at the Point of Insertion Node, insert the new node just before it. In performing the insertion, only the links in the Point Of Insertion node and the links in the node that is one before the Point Of Insertion node will change. Links in other nodes will not change. Because of the presence of a dummy node and the circular nature of the list, in all insert cases, there will always exist a node (either a real or dummy node ) before the Point of Insertion node. It will be the links of this node and that of the Point of Insertion node that will change. Therefore, the code for inserting a new node will be the same in all cases including: empty list, head insertion, mid insertion and end insertion. For each of these cases, the point of insertion node and the node prior to the Point of Insertion Node are listed below:·For an empty list, both point of insertion node and the node prior to the point Of insertion node are the same namely the dummy node.·For a head insertion, the point of insertion node is the first node and the node prior to the point of insertion node is the dummy node.·For a mid insertion, the point of insertion node is a real node before which the new node is being inserted and the node prior to the point of insertion node is another real node after which the new node is being inserted.·For end insertion, the point of insertion node is the dummy node and the node prior to the point of insertion node is a real node after which the new node is being inserted. In all of the above case, both the point of insertion node and the node prior to the point of insertion node are identical in format and have the same format as all other nodes. Therefore, the code for inserting a node in all of the above cases is the same.Doubly Linked List ClassCreate a class to encapsulate circular doubly linked list with a dummy node and to provide the following. Global CursorProvide a global cursor (pointer) that points to a working account. This cursor will be used during updates.Building Initial ListProvide a method for building a linked list while reading from the master file. The algorithm for this method is provided later below.Updating ListProvide a method for performing updates while reading from the transaction file. For doing an update, move the global cursor forwards or backwards as needed from account to account till you either reach the target node or a node past that node. Then carry out the required update (update, insert or delete). The algorithm for this method is provided later belowALGORITHMBuilding Initial ListThe code below can be used for building a sorted list while reading from the master file. It works for all cases: empty list, head insertion, mid and tail insertion.In the code below, cur and prev are two local pointers (not instance variables). newPtr is a local pointer that points to the node to be inserted. head is an instance variable that points to the dummy node. head – flink points to the first node in the list.//Using cur, locate the Point of insertion node.for ( cur = head-flink; cur != head; cur = cur – flink ) if (targetid cur-id ) //found the Point of Insertion Node break;//cur is now pointing to the Point of Insertion node.//Using cur, initialize prev that will point to the node just before the cur node.prev = cur – blink;//Now using cur and prev, insert the new node.//Create the two forward linksnewPtr – flink = prev – flink;prev – flink = newPtr;//Create the two back linksnewPtr – blink = cur – blink;cur – blink = newPtr;//The new node is now inserted just before the Point Of Insertion Node.Updating ListThe pseudo code below can be used for performing an update transaction read from the transaction file.In case cursor is left at a dummy node from previous transaction, move it to the first node. For example, this may happen if you removed the last node in the list and then moved the cursor forward by one.if (cursor is at dummy node) Move it to the first node.//case: cursor is at the target nodeif (cursor id == target id ) perform the update if (balance = 0) remove the account.//case: target node is in the forward directionelse if (cursor id target id) //locate the target node or point of insertion node while (cursor not reached dummy node) if (target id = cursor id ) break; //case: found target node if (target id == cursor id) perform the update if (balance 0) remove the account and move the cursor forward by 1. //case: target node does not exist else insert the new node before the cursor node//case: target node is in the backward direction //locate target node or point of insertion node while (cursor nor reached dummy node) if (target id = cursor id ) break; //case: target node found if (target id == cursor id) perform the update if (balance 0) delete account. //case: target node does not exist else move the cursor one node forward. (do this to point it to the correct point of insertion node) insert the node before the cursor nodeTESTINGTest Run 1Use the following file contents for a test run.Master File Contents (master.txt)27183 Teresa Wong 1234.5612345 Jeff Lee 211.2231456 Jack Smith 1200.0014142 James Bond 1500.0031623 Norris Hunt 1500.0010203 Mindy Ho 2000.0020103 Ed Sullivan 3000.0030102 Ray Baldwin 3824.3630201 Susan Woo 9646.7522345 Norma Patel 2496.24Transaction File Contents (tran.txt)31623 Norris Hunt -1500.0020301 Joe Hammil +500.0031416 Becky Wu +100.0010203 Mindy Ho -2000.0014142 James Bond +1500.0027183 Teresa Wong -1234.5610101 Judy Malik +1000.0031416 Becky Wu +100.0032123 John Doe +900.0010101 Judy Malik -200.0022222 Joanne Doe +2750.02SAMPLE LOG FILEFor a sample, the contents of the log file at the end of completing the first and the second update are presented below:List At Start:10203 Mindy Ho 200012345 Jeff Lee 211.2214142 James Bond 150020103 Ed Sullivan 300022345 Norma Patel 2496.2427183 Teresa Wong 1234.5630102 Ray Baldwin 3824.3630201 Susan Woo 9646.7531456 Jack Smith 1200 31623 Norris Hunt 1500Update #131623 Norris Hunt -1500List After Update #1:10203 Mindy Ho 200012345 Jeff Lee 211.2214142 James Bond 150020103 Ed Sullivan 300022345 Norma Patel 2496.2427183 Teresa Wong 1234.5630102 Ray Baldwin 3824.3630201 Susan Woo 9646.7531456 Jack Smith 1200 Update #220301 Joe Hammil +500.00List After Update #2:10203 Mindy Ho 200012345 Jeff Lee 211.2214142 James Bond 150020103 Ed Sullivan 300020301 Joe Hammil +500.0022345 Norma Patel 2496.2427183 Teresa Wong 1234.5630102 Ray Baldwin 3824.3630201 Susan Woo 9646.7531456 Jack Smith 1200 SUBMITSubmit the following:·Source code·Contents of file log.txt·Contents of the updated new master file.

Write a 2-3 page paper discussing the measurement scale for each

MBA 5652 Unit VI Discussion Board Question And Unit VI Mini Project
 
 
 
MBA 5652 Unit VI DQ
 
List three research obligations for research participants, researchers, and research clients; explain why these obligations are important.
250 Words
 
MBA 5652 Unit VI Mini Project
 
Write a 2-3 page paper discussing the measurement scale for each question in the survey developed in the Unit III assignment. Decide if you will use composite scale score or a summated scale score. Justify your decision. How will you measure reliability, validity, and sensitivity?
 
Explain how you will deal with ethical dilemmas during the research process (confidentiality, anonymity, conflicts of interest, informed consent, debriefing, experiments on human subjects, and so forth).
You must use correct APA formatting when writing your paper. All references used, including the textbook, must be cited.
 
 
NOTE: This assignment is part of the Unit VIII Research Proposal. This assignment must be submitted in sequence (i.e., Unit VI must be submitted and graded by the professor, who will provide feedback to the student before he or she can progress to the Unit VII assignment). The student assignment will be graded according to the assigned rubric. The professor will grade and annotate items that need to be corrected by the student. This feedback from the professor will help the student correct any discrepancies before compiling this assignment to the Research Proposal. This will help the student achieve a better review/grading for the Research Proposal.

Definition of Ego & the Wives of Bath Discussion

Humans having an identity crisis … again01. .025 points, At least 25 words Read Part 1 of The Wives of Bath (1993) by Susan Swan here and just figure out which you think is more disruptive to the development of a human’s ego – being adopted or being sent to boarding school? In order to to get credit for your answer you need to choose one of these options over the other and explain and defend your choice by referencing one of the adoption stories listed below and then comparing and contrasting it to one of the characters from The Wives of Bath (1993), also listed below. Here is a quick link back to the assignment where I first introduced Sigmund Freud’s (1856-1939) theoretical ideas about the ego. Oh! Also, before you start reading Part 1 of the Wives of Bath (1993) make sure you read through the rest of the questions on this assignment so you know what else to look for in the reading. It will make this assignment go much, much faster. There is an okay summary of the novel on Wikipedia here Links to an external site., but you really should read it 😉 Trust me! It is so good! You will be glad you read it! When I teach this class live, face to face, I use the film version of this book and typically everyone goes crazy for it. But I can’t assign the film for this remote section of the course because it is really hard to track down, plus, the book is, ultimately, better for learning Freudian and Jungian theory, which is what we are using it for.Adoption storiesThe Wives of Bath (1993) characters02. .025 points, At least 25 words Do you trust Mouse as a narrator? That is, do you trust her descriptions of the things that happened to her at Bath’s Ladies College, particularly her relationship with Paulie and Tory? Formulate, defend and explain your answer with specific reference to Part 1 of The Wives of Bath (1993) by Susan Swan, archived here. The only other time you have had a first person narrator for some source material in this course was when I assigned you Jenny Boylan’s writing on A04, see Q04. Jenny would be, roughly, the same generation as Mouse, by the way ;)03. .025 points, At least 25 words Make the argument that the character of Paulie, at least how she is depicted in Part 1 of The Wives of Bath (1993), has a stronger ego than Mouse or Tory. Use Freud’s definition for what an ego is. You can find it on A04. And defend and explain your argument by showing that you understand the social structure and culture of Bath Ladies College as Mouse describes it.04. .025 points, At least 25 words Make the argument that the character of Tory, at least how she is depicted in Part 1 of The Wives of Bath (1993), has a stronger ego than Mouse or Paulie. Use Freud’s definition for what an ego is. You can find it on A04. And defend and explain your argument by showing that you understand the social structure and culture of Bath Ladies College as Mouse describes it.Gender … again05. .025 points, At least 25 words Do you think one of the reasons it was easy for Paulie to create the persona of Lewis was because she was living in all female environment, i.e., a girl’s school? Formulate, defend and explain your answer with specific reference to Part 1 of The Wives of Bath (1993) by Susan Swan, archived here.06. .025 points, At least 25 words What do the three tests Paulie puts Mouse through to “become a boy” tell us about the ways masculinity was defined in mid 20th century North America? Formulate, defend and explain your answer with specific reference to Part 1 of The Wives of Bath (1993) by Susan Swan, archived here. And take note that The Wives of Bath (1993) is set in early 1960s Canada, which is roughly around the time Bobby, Eddy and David were born and a good 60 years or so after Freud was theorizing about stuff.Sexuality … again07. .025 points, At least 25 words Who had the more “honest” romantic relationship – Mikael and Lisa or Paulie and Victoria? In order to to get credit for your answer you need to choose one of these options over the other and explain and defend your choice by referencing the story Mikael and Lisa are a part of, Tomboy (2011), first assigned here, as well as The Wives of Bath (1994), first assigned under Q01 on this assignment. By romantic in this question I just mean a relationship characterized by intense like, love or sexual attraction and/or a highly idealized friendship/sexual relationship.08. .025 points, At least 25 words Speaking of Paulie and Victoria, what do you think is going on with them romantically? I.e., Why the creation of “Lewis?” Who is Lewis for? Paulie? Victoria? Back your answer up with specific reference to Part 1 of The Wives of Bath (1993) by Susan Swan, archived here, and be sure to explain and defend your response.The Electra complex … again09. .025 points, A passage and an at least 25 word explanation, Note the word count change Find a passage from Part 1 of The Wives of Bath (1993) by Susan Swan, archived here, to describe and explain what Carl Jung (1875-1961) would call Mouse’s Electra complex. I first introduced the “Electra complex” on A05, but here Links to an external site.is a quick Wikipedia link to it. You can screenshot the passage from Swan or just copy it, it doesn’t matter. Just be sure to explain how the passage can be used to describe and explain the Electra complex.10. .025 points, A passage and an at least 25 word explanation Find a passage from Part 1 of The Wives of Bath (1993) by Susan Swan, archived here, to make the argument that President Kennedy was a father figure for Mouse. By father figure I just mean an older man who is respected for his paternal qualities and may be an emotional substitute for a father. You can screenshot the passage from Swan or just copy it, it doesn’t matter. Just be sure to explain how the passage can be used to describe and explain how Kennedy was a father figure for Mouse.11. .025 points, At least 10 words, Note the word count change Does the story Mouse tells about her mother’s death in the movie Lost and Delirious (2001) below comes up in Part 1 of The Wives of Bath (1993). There is a right answer to this question and a wrong one ;)12. .025 points, Create a quick taxonomy, Note the word count change Fill out the chart below to create a quick taxonomy of the kinds of families Mouse, Paulie and Tory come from and live in when they are not at bordering school.The character of Paulie is based on a real life person13. .025 points, At least 10 words The Wives of Bath (1993) by Susan Swan is based on a real life crime. Read the Preface to the novel here and just tell me when, where and what this crime was all about.Freud would say that the most important social influence over Paulie was her family14. .025 points, At least 25 words, Note the word count change Read Parts 2 and 3 of The Wives of Bath (1993) by Susan Swan, archived here. Make the argument that both Mikael [from the narrative fiction Tomboy (2011), first assigned on A04 and A05], as well as Paulie Sykes [from the narrative fiction The Wives of Bath (1993)], regard the human body as being an important part of their respective gender identities. Be sure to explain and defend your response with specific reference to both fictive texts, Tomboy (2011) and The Wives of Bath (1993).15. .025 points, At least 10 words, Note the point value and word count change Does Mouse think Paulie’s violent actions towards Sergeant are an indication that Paulie is psychologically unstable? There is a right answer and a wrong answer to this question, so be sure to explain and defend your response with specific reference to Parts 2 and 3 of The Wives of Bath (1993) by Susan Swan, archived here.16. .025 points, At least 10 words Does Victoria think Paulie’s violent actions towards Sergeant are an indication that Paulie is psychologically unstable? There is a right answer and a wrong answer to this question, so be sure to explain and defend your response with specific reference to Parts 2 and 3 of The Wives of Bath (1993) by Susan Swan, archived here.17. .05 points, At least 25 words, Note the point value and word count change Would Carl Jung’s theory of the “Electra Complex,” see Q09, help explain Paulie’s violent actions towards Sergeant? In order to get credit for your answer, you need to show that you know what Paulie’s relationship to her parents, especially her father, was like, outside of Bath’s Ladies College.Let’s replace Chaucher with J.M. Barrie18. .05 points, At least 20 words, Note the point value and word count change The Wives of Bath (1993) by Susan Swan is rooted in Geoffrey Chaucher’s Canterbury Tales (c. 1400), specifically “The Wife of Bath’s Prologue and Tale.” If you want to get a sense of “The Wife of Bath’s Prologue and Tale” you can read it here Links to an external site., but you don’t have to. I, personally, don’t love Chaucher, but if you are curious about why someone like Swan would use it as a literary reference for a novel about young women and gender identity in late 20th century Canada, this Links to an external site.very brief 1994 essay by Jonathon Blake is kind of interesting. But again, you don’t have to read it. Now, you do need to pay attention to this next piece of information: In the movie version of The Wives of Bath (1993), a film called Lost and Delirious (2001), the Chaucher references are replaced with ones from J.M. Barrie, the guy who wrote Peter Pan (1911). See below. Seriously, isn’t the casting perfect in this film? I love the actresses they chose to play Mouse, Paulie and Tory. I also love a good Peter Pan reference since as literary figures go, he is key to the field of social psychology, as you will soon learn over the next couple of assignments 😉 Anyways, what do you know about Peter Pan. Did you ever see the play or the animated Disney version that came out in 1953? Do you know that the pop singer Michael Jackson (1958-2009) literally altered his face to look like the Disney animated version of Peter? Write up as much as you know or don’t know and post it to this discussion board using at least 10 words, respond to at least one other posting and then as your answer to this question, just let me know you did all that 🙂 And get ready for A07 and one of the most popular pop social psychological concepts of the late 20th century, the “Peter Pan” complex. Oh. Wow. Did you notice that rumbling? That was Sigmund Freud and Carl Jung rolling in their respective graves.

SU Mendels Principles and Contribution to Modern Biology Discussion

Can you help me understand this Writing question? Mendel used mathematics and experimentation to derive major principles that have helped us understand inheritance. His ideas were totally different than the explanation for passage of characteristics from parents to offspring that was common to his time. Discuss at least two of his principles in detail, providing examples. Describe how each principle contributes to genetic variability. Discuss the significance of Mendel’s discoveries to modern biology.

Assignment 2: lasa 1 principles of persuasion

Assignment 2: LASA 1 Principles of Persuasion
 
An environmental organization would like to film a pro-recycling public service announcement and have brought you on as a consultant to help them better understand the principles of persuasion and how they should be applied in this PSA. As part of your presentation to the organization you will need to educate them on the principles of persuasion (using what has been learned through previous research) that will need to be applied to their PSA. 
 
By Wednesday, September 16, 2015 you should create a PowerPoint presentation.
 
In the first 4 to 6 slides of your presentation you will need to:
 
Summarize at least two previous research studies on persuasion.How were the principles of persuasion studied?Was the research valid? Why or why not?What was learned through these studies that can be applied to the creation of the above PSA? 
 
In your next 6 to 10 slides you will incorporate all you have learned about the art of persuasion to create your own PSA PowerPoint presentation to present to this organization that they will use to guide the filming of their video.
 
In this presentation you will need to:
 
Present a creative argument that will persuade the viewers of the need to recycle, which the video will be based on.Use at least two primary principles of persuasion within this presentation.In the final slide outline which two or more principles were used and why they were a good fit for this PSA. 
 
Your total presentation should be a minimum of 10 to 16 slides (not including your title and reference slides). For your project you will need to be creative in the use of your graphics and fonts in addition to discussing and applying the principles of persuasion.   
 
For this assignment, please use your text book along with additional resources from the Argosy Library.
 
Suggested additional resources:
 
Wood, W. (2000). Attitude change: Persuasion and social influence. Annual Review of Psychology, 51, 539-570.Cialdini, R.B. Goldstein, N.J. (2004). Social influence: Compliance and conformity. Annual Review of Psychology, 55, 591-621. Schwarz, N. (1998). Warmer and more social: Recent developments in cognitive social psychology. Annual Review of Sociology, 24, 239-264.Cialdini, R.B. (2003). Crafting normative messages to protect the environment. Current Directions in Psychological Science. 105-109. 
 
 
 
                       Maximum Points
 
Assignment 2 Grading Criteria 
 
Discuss at least two previous research studies on persuasion.
 
32
 
Analyze the two studies and discuss the principles of persuasion studied and whether the research conducted is valid.
 
32
 
Describe what is learned through the studies and how it can be applied to the creation of a pro-recycling PSA.
 
32
 
A creative argument is presented that will persuade the viewers of the need to recycle, which the video will be based on.
 
20
 
Use at least two primary principles of persuasion within the presentation.
 
20
 
Final slide outlines the principles that are used and why they are a good fit for this PSA.
 
20
 
Standard presentation components: 
 
Organization (12 points): Introduction, transitions, and conclusion; Style (4 points): Tone, audience, and word choiceUsage and Mechanics (12 points): Grammar, spelling, and sentence structureAPA Elements (16 points): In text citations and references, paraphrasing, and appropriate use of quotations and other elements of style 
 
44
 
Total:
 
200

AOA Security Solutions Budget for An Athletic Department Worksheet

BUDGET PROJECT:For this project you are to devise a budget for one of the following situationsA: a new physical education program in a rural school district. You are the first physical education teacher to be hired and have little or no equipment. You need to consider the following things as you prepare your budget:K-6 with 300 students or 6-8 with 400 students or 9-12 with 350 students2. The average size is 25 students per class3. You have $50,000 budgeted for your total physical education program4. in your gym you will have four permanent basketball backboards, rims and netsGive an outline of the basic units you plan to teach based on your programmatic philosophy. Some of the activities will cut across all grades and others will be grade specific. Identify those activities that are “universal” and those that are grade specific.Construct the actual budget. In this part you not only need to list the amount and cost of each item, but you also need to provide a rationale for the equipment you are buying and how the purchases reflect your program philosophy.Be very specific about the names of the items and cost per item. Keep a running total of your purchases so that you do not over or under spend your budget. If you choose to make some equipment, like balance beams, scoop cups, etc. you need to figure the cost of the building materials. We will assume that some of these things will be built by the school shop class so you won’t have to figure labor costs. Be sure to indicate those items that are homemade.Use an appropriate typed spreadsheet to present your budget requests. Make sure that rationale for each purchase is connected with your purchase.B. Develop a Program within one of the following categories: Parks & Recreation Department, Sport within an Athletic Department; Fitness Facility, or Weight-training and Conditioning Program, etc.). Research what such a program would typically have as budget categories, and develop a budget proposal for the fiscal year using a zero-based budget. The total budget is unlimited, but must be justified like in the example I gave you in the excel spreadsheet. Be very specific about the names of the items and cost per item. Athletics and Athletic training: Keep a running total of your purchases so that you do not over or under spend your budget. Identify what dates the fiscal year will span as well. Keep in mind the athletic department you are working within is a high school athletic department. Also, make sure you include all possible forms of income available to your program like booster clubs, concessions, tournaments, etc. Look at the Final budget pdf included in the assignment to help you find what the budget was for the area you choose to help you have an idea of what the budget was in an average large high school in 2014. It should also help you as you develop costs and revenues.Other areas: Use the university of Florida Recreational sports budget to help you develop your budget. You do not have to include building costs, maintenance etc., but you do need to include salaries, taxes etc. Once again make sure you are looking at costs and revenues and that you fully develop what type of facility you are the larger the facility type you are budgeting for, the larger the budget will have to be. Make sure you are specific and follow the zero based budget format.The ObjectDevelop a budget program outline with appropriate classifications for expenses. The Program Budget outline should be as comprehensive as possible for the selected program.Classifications may include the following, but will surely vary by preference and type of program chosen.Human ResourcesSalariesWagesPayroll Taxes, Retirement Contributions, Professional Dues and MembershipsHealth ServicesEmployee InsuranceInsuranceLiabilityFacilitiesTelephones, Internet, Electricity, WaterMaintenanceSuppliesEquipmentTransportation Part of the evaluation of this project will be how well your purchases reflect your program philosophy.Include a reference page which includes the name and address of the company/s from which you wish to purchase equipment